Assessment Standards Knowledge exchange Making change happen: using outcomes from projects Prof. Margaret Price ASKe Centre for Excellence.
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Assessment Standards Knowledge exchange
Making change happen: using
outcomes from projects
Prof. Margaret PriceASKe Centre for Excellence
Outline
Where to start
Leverage
Effectiveness
Using what we have learned
Brief overview – FDTL
FDTL Engaging students with assessment feedback
Three partners: Oxford Brookes, Bedfordshire, Bradford plus cascade and transferability partners
The aims of the project were to:• develop cost-effective practices and procedures to engage students with
assessment feedback; • encourage the adoption of practices which will engage students with
assessment feedback; and • share understanding of students experiences within the HE community.
Methods:
Literature review, case studies, questionnaire, interviews, cascade partner initatives.
Dissemination audiences:
Practitioners, educational developers, policy makers
Brief overview - CETL
Assessment Standards Knowledge exchange
Aim:
to improve student learning through sharing and applying an understanding of assessment standards within a broad community of practice.
Methods:
embedding proven good practice, range of research project to develop understanding and better practice, undertake community initiatives to support involvement.
Dissemination
Raising awareness, developing understanding, active engagement …
HLST LTSN
ISL
OCSLD
STAFFSTUDENTS
Pre- HE
EM
PLO
YERS
ALUMNI
Pedagogic Networks, e.g. SACWG HERDSA AAHE
HEIS
FDTL networks
The ACADEMY
STUDENT UNION
Placement Employers
QCA
Partnership Alliance
Regional Secondary Schools
‘A’ Level Boards
Plagiarism Adivsory Service
Professional Associations e.g. CIM, CMI
CETL Network
The Oak
Local employers of Students (part-time jobs)
BEST, Economics LTSN
CETLCORE
BACCHUS
Regional employers
HLST LTSN
ISL
OCSLD
STAFFSTUDENTS
Pre- HE
EM
PLO
YERS
ALUMNI
Pedagogic Networks, e.g. SACWG HERDSA AAHE
HEISHEIS
FDTL networks
The ACADEMY
STUDENT UNION
Placement Employers
QCA
Partnership Alliance
Regional Secondary Schools
‘A’ Level Boards
Plagiarism Adivsory Service
Plagiarism Adivsory Service
Professional Associations e.g. CIM, CMI
Professional Associations e.g. CIM, CMI
CETL Network
The Oak
Local employers of Students (part-time jobs)
BEST, Economics LTSN
CETLCORE
BACCHUS
Regional employers
Beyond the bid: where to start
What do you want to achieve?
‘contrary to intuition and experience in some other areas, transformation of HE by ICT has not been achieved by focussing on the means but by focussing on the ends: on what exactly we want to achieve’ (Draper and Nicol 2006)
further development/research work, change reinforcement
Focus of the goal?
PracticeTargetedWidespread
Policy Strategy Beyond the institution
Planning
Institutional culture
Disciplinary culture
Target level
Timing
Finding the drivers
Institutional culture
Degree of policy definition
Loose
Collegium BureaucracyDegree of control of implementation
Loose Tight
Enterprise Corporation
Tight(McNay, 1995)
Planning
Institutional culture
Disciplinary culture
Student’s approaches to learning can be changed through interventions embedded in the disciplinary context (Norton and Crowley, 1995)
Target level
Timing
Finding the drivers
Focusing the change – level
International
National
Institution
Department
Programme
Individual
Student
Level
• Students and student body – joint initiatives
• Working with practitioners – is change sustainable
• Programme change e.g REAP project examples, Course Design initiatives
• Excellence emerges from departments ‘ where high quality teaching could be seen in these universities it emerged
from within departments rather than being initiatated from the centre’ (Gibbs, Knapper and Piccinin, 2006)
• Institutional – interrelated systems and interest
• National
• International
How do you change a whole university’s teaching and learning? (Lund University 2008)
1. Develop individual teachers practice
2. Develop teacher thinking
3. Develop teacher motivation
4. Develop Communities of practice
5. 1-4 address local issues and problems
6. Identify successful emergent change and spread good practice
7. Develop learning environments
8. Develop learning resources
9. Develop students
10. Develop quality assurance
11. Undertake evaluation
12. Undertake evaluation
13. Develop leadership of teaching
14. Co-ordinated institutional strategy
15. Influence external environment
(Gibbs, 2009)
Level cont’d
• National
• Assessment Standards Manifesto for Change
• Feedback Agenda for Change
• Select committee
• International movement
• Australia
• New Zealand
Timing and finding drivers(using your time and resources effectively)
• Strategic planning round of the institution
• Responding to triggers – NSS results, new post holder, newspaper article, QAA audit, course redesign, select committee report(s), Government policy
• Identifying tensions e.g. between cost and quality (Nimmo & Littlejohn, 2009)
• Who is listening?
• Anticipating issues
Leverage
Evidence Robustness Accessibility Usability Not invented in my back yard
Receptiveness Credibility Acknowledged expertise Authority/power base Opinion leader
Communication Sound bites vs complex ideas Audiences
High level champions
‘Most educational development staff tend to focus on just one or two of all possible levers for change and are not involved at all in most of the others’
(Gibbs, 2009)
Effectiveness of change processes
Top down/bottom up
Single/collective action
Active/passive engagement
Practice/conceptual shift
Mapping the approach Engagement
Active
Local converts Sweep
Approach
Self Collective
Local innovators Flood
Passive
Conclusions - Using what we have learned
Journey travelled Changing practice isn’t enough – assessment practice to assessment literacy Traditional development (hints and tips) is too limited and doesn’t lead to
sustained change Robust, ‘expert’ evidence is essential Appealing to current agendas gives you a voice Isolated change is not sustainable Pedagogic change is a very slow process Networks and alliances strengthen the change effort
In future Plan for the long term Work together Persevere Be persistent in delivering you message and supporting active engagement
References
• Draper, S. & Nicol, D (2006) Transformation in e-learning. Available at http://www.reap.ac.uk/
• Gibbs, G. (2009) Developing students as learners – varied phenomena, varied contexts and a devlopment trajectory for the whole endeavour. Journal of Learning Development in Higher Education Issue 1
• Gibbs, G., Knapper, C. & Piccinin,S (2006) Departmental leadership of teaching in research-intyensive environments: a manual. Available at: http://www.lfhe.ac.uk/publications/research.html
• McNay,I. (1995) from cllegial academy to the corporate enterprise: the changing culture og universities. In T. SChuller(Ed) The changing University? Buckingham: SRHE& Open University Press
• Nimmo, A. & Littlejohn, A. (2009) Encouraging learning innovation: recognising and rewarding good practice. Practice and Evidence of Scholarship of Teaching and Learning in Higher Education Vol. 4(1) pp41-55
• Norton, L.S. & Crowley, C.M. (1995) Can students be helped to learn how to learn? An evaluation of an Approaches to Learning programme for first year degree students’ Higher Education Vol 29(3) pp307-328
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